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Director of Research and StrategyAssociation of Commonwealth Universities

andDirector

Observatory on Borderless Higher Education

Facts, Figures and TrendsGlobal Meeting of Associations 2005

Svava Bjarnason

© Observatory on Borderless Higher Education

Today’s Presentation:

• Context• Borderless ‘ness’• E - learning• Transnational activities• Regulatory frameworks• Issues


The Business of

Borderless

Education:

UK Perspectives

2000

Borderless Education Report:

“. . . We consider that the drivers behind

borderless developments are strong and

will strengthen. As such, the picture as it

exists today is not a good predictor of

the future. The opportunities are real and

the threats, both direct and indirect, are

already present.”

Business of Borderless Education: UK Perspectives 2000


‘Borderless’ Higher Education

New Technologies

Public / Private / Not-for / For-profit Providers

Traditional HE / CPD / Lifelong

Learning

Time / Space / Geography / Level

Distance Learning / Transnational Education

Internationalisation


Demographic Context

Demand for Higher Education

• Worldwide HE places to be 125 million in 2020

• Demand for international education places predicted to be:

– 2.1 million in 2003

– 5.8 million by 2020

• Age participation rate:

– 40% – 50% in ‘north’

– Below 5% in many developing and emerging economies


Open Universities

Source: Commonwealth of Learning

Source: Commonwealth of Learning

Open Universities

Internet Use

68.5%202,888,307296,208,476U.S.A.

14.3%14,901,687103,872,328Mexico

12.3%22,320,000181,823,645Brazil

60.2%36,059,10059,889,407U.K.

3.6%39,200,0001,094,870,677India

7.9%103,000,0001,296,110,643China

%2005 Users PopulationCountry

From www.internetworldstats.com


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Year 2004

Year 2002

Rationales for Online ProvisionO

n-ca

mpu

s en

hanc

emen

t

Impr

ove

flexi

bilit

y on

-cam

pus

Keepi

ng u

p w

ith c

ompe

titio

nW

iden

ing

acce

ss

Inte

rnat

iona

l mar

kets

Cut

ting

teac

hing

cos

ts

Col

labo

ratio

n

Dis

tanc

e le

arni

ng

Dis

able

d us

ers

New

inte

rnat

iona

l mar

kets


Programmes Online

0

10

20

30

40

50

60

70

80

90% None/ trivial% Modest% Significant% Wholly

Developing Other Developed UK

%


Transnational Education (TNE)

“. . .where the learners are located in a country different from the one where the awarding institution is based.”

Source: UNESCO and Council of Europe 2005


Global Players

• Global ‘mega’ universities• Traditional public universities• Private universities (for/not for profit)• Corporate universities• Media & Publishing Houses• Professional Associations• Public & private companies


Types of Relationship with

Higher Education

• Competitive• Software services & sales• Materials sales• Core and non-core course sales• Franchising/ marketing• Funding• Accreditation• Joint content development


Types of ‘Borderless’ Provision

Branch campus/ affiliated new

institution

Twinning Franchising

Online delivery plus in-country

support

Independent online delivery /

Virtual Universities

Online delivery through third party portal

Online co-development/ delivery with

company/ consortia

Wholly face-to-face

Wholly online

Wh

olly

in-h

ou

se

Maj

ori

ty o

uts

ou

rced


UAE, Qatar, Bahrain, Oman: major hosts

UK: major source; emerging host

USA: major source; emerging host

C. America: hosts and sources

S. America: varying levels of hosts and sources

Australia (NZ): major source; emerging host

Emerging Hosts & Sources

China & India: major hosts, emerging sources

Hong Kong, Malaysia, Singapore: major hosts, emerging sources

Central Asia: emerging host

Kenya & Mauritius: emerging hosts

South Africa: declining host; emerging source

Caribbean: emerging host

Russia: declining source; emerging host

Canada: emerging host and source


• North to South (vast majority)

• North to North (e.g. Charles Sturt University in Ontario, Canada)

• South to South (e.g. Manipal Academy of HE in UAE; Al-Azhar University to open in Thailand)

• South to North (e.g. University of Sonora to open in Arizona)

Directions of TNE


• Majority of countries have little or no regulation

• Next most common is minimal source ‘accreditation’ and/ or local registration

• Few countries require extensive local QA

• ‘Special zone’ approach

• Few countries impose specific curricula/ language/ ownership requirements

Regulatory Models


1) No regulationsExamples of countries: Austria,Denmark, France, Malta and Russia

4) Transitional: moving from liberalto more restrictiveExamples of countries: India

2) Liberal regulationsExamples of countries:Netherlands, Peru, the UK, Canadaand the US

5) Transitional: moving fromrestrictive to more liberalExamples of countries:Japan and South Korea

3) Moderately liberalExamples of countries:Singapore, Hong Kong, Israel

6) Very restrictiveA and BExamples of countries:A) South Africa, UAEB) Greece and Belgium

National Regulatory Frameworks


Guidelines on Provision

• UNESCO/OECD – Guidelines for quality provision

• Statement on sharing quality HE across borders

• AVCC – Code of ethical practice

• UK Quality Assurance Agency – Code of practice


Some of the Issues

• Quality assurance

• Regulatory

• Credit transfer

• Recognition of awards

• Higher education as a commodity

• Working collaboratively with others


Observatory’s Response:

Information, Strategy, Reflection

• Descriptive Information - news on the latest developments

• Strategic Information - an attempt to explore rationales, decision-making processes and organisational change

• Reflection - standing back from events to consider implications of trends and developments


www.obhe.ac.uk

Download - Alex. papers gm svava bjarnasson

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